Depression as a Mental Disease - Essay Example

Depression Introduction Mental health illnesses are one of the most under-diagnosed illnesses of man. Although numerous individuals may report feelings and symptoms relating to a mental health illness, the health-seeking behaviour for these symptoms is often inadequate. Depression is one of the most common mental health issues which humans have been known to experience. It represents inadequate coping skills following trauma or other daily problems and challenges of living. This is a case study, evaluating the case of John who appears to exhibit the symptoms of depression. This case study will first determine the mental health issues of the person, and the social and cultural issues which need to be considered. It will also indicate the support which the person has and the professionals and/or agencies which are involved with the person. Gaps in service delivery will follow, including a discussion on the advocacy that needs to happen for individuals suffering from depression. Body The mental health issues for John include his depression, specifically major depressive disorder which would relate to his symptoms like his decreased vigour for life, his missing football practice, decreased social activities, previous traumatic incident, lack of appetite, being withdrawn, as well as his being moody and irritable. Such behaviour which seems to have lasted for at least two months already supports a major depressive disorder diagnosis. These mental health issues were triggered by the traumatic incident he experienced – his girlfriend breaking up with him. Major depressive disorder usually includes symptoms like low mood which affects almost all aspects of their life, inability to experience pleasure in activities which were previously enjoyable, feelings of worthlessness, irritability, hopelessness, helplessness, self-hatred, and withdrawal from usual social activities (Barlow, 2005). These patients are also likely to suffer loss of appetite. They may also favour sleeping most of the time, hardly getting up to groom themselves or to be involved in their usual activities (Barlow, 2005). Most of them also have suicidal ideation or thoughts, with some actually attempting suicide (Cottencin, 2009). The social and cultural issues that need to be considered include the demands placed on teenagers and young adults to be socially engaged. To John, having his girlfriend break up with him may have caused him embarrassment and shame; likely making him an outsider among his friends who may have girlfriends or boyfriends they can hang out with (Twenge, 2011). The social pressures also relate to the demand to engage in alcohol, drugs, or cigarette-smoking, as well as to maintain a certain weight (Twenge, 2011). Within the cultural context, the problem does not indicate the cultural background of John. However, it is important to note that culture plays a significant part in the management of mental health issues. Some cultures may not have a welcoming attitude for mental health illnesses (Sartorius, 2010). They may consider it a taboo in their culture to manifest symptoms of mental illness and such factor may prompt depressed patients to not seek help for their symptoms. John is being supported by his mother. She is the one who has become very concerned about his change of behaviour and who is making the effort to have him be seen by a mental health professional. Should the time come when John would be formally diagnosed with a mental health illness, she would likely continue to support him throughout his recovery process. A strong support system is essential for depressed patients. Without a strong support system, which may come in the form of family and friends, the depressed patient would likely never recover from her depression and worse, may successfully commit suicide (Theofilou, 2012). The support system can help draw the person out of his depressed mood, and gradually interest them into taking part in their usual activities again (Theofilou, 2012). The support system can also provide an emotional outlet for the patient in case he or she wants to talk about his/her problems. It can also encourage the patient during the difficult recovery process, ensuring that the patient would be taking his medication regularly, and would be attending therapy or support group meetings as scheduled (Theofilou, 2012). Without a strong support system, the patient may not be able to comply with the medication intake schedules or he may miss scheduled therapies. It is important for the patient to follow the recovery program, especially during the initial months of the treatment in order to ensure an efficient recovery process (Theofilou, 2012). John’s professional care would initially include his GP. His GP can make an overall assessment of the patient’s symptoms and then make the subsequent recommendation to mental health professionals where necessary (Hazen, et.al., 2011). John would likely be referred to a psychiatrist who can make the more accurate diagnosis of his symptoms. After his diagnosis, he would likely be referred to the NHS in order to avail of mental health services. Support groups can be recommended by the psychiatrist (Hazen, et.al., 2011). Through such support groups, weekly sessions can be scheduled. Within the community setting, the assistance of the social work is needed in order to ensure that the patient would be able to function normally in the community and that they would be equipped with the resources which can help them deal and manage their disease (Hazen, et.al., 2011). Gaps in service delivery mostly relate to the inadequate access to mental health services. One factor affecting such inadequate access relates to the under-diagnosis of the disease. As it is not adequately and accurately diagnosed among sufferers, the patients would not seek mental health services (Collins, et.al., 2004). There are also limited services made accessible to these patients, especially among those who cannot afford specialized health services. With inadequate access, these patients often bear the symptoms for prolonged periods of time and often suffer from complications of the disease (Collins, et.al., 2004). The stigma against mental health illnesses also affects the health seeking behaviour of patients. Mentally ill individuals are often viewed as dangerous individuals, and are often shunned by society. This is likely the reason why they are also not seeking medical help for their symptoms and are living with the dangerous and pervasive impact of the disease on their lives as well as their families (Chan, et.al., 2010). More evidence-based practice is also needed in order to ensure that the appropriate and client-centred care is made available to these patients. For mental health institutions, there are an inadequate number of mental health professionals (Collins, et.al., 2004). As a result, the ratio of patient to health professional is severely unbalanced. The actual needs of the patients are therefore not adequately provided by understaffed institutions. The training and expertise of mental health professionals are also not adequately updated (Collins, et.al., 2004). Consequently, patients have to make do with the available services and experts. Advocacy which needs to happen for people with this mental health issue is the advocacy relating to better and more informed perspectives on depression and mental health illness (WHO, 2003). This would involve an expansion of the health education process. This process would have to involve the schools and the community. The students can be properly informed about mental illness, including its symptoms, its implications, its treatment, and how they can recognize it among their family and friends, and among themselves. The community can also be properly informed about mental illness (Minkler and Wallerstein, 2010). This process can be carried out by inviting community organizations to speak about or to discuss mental illness. These organizations can be properly informed about mental illnesses and therefore be less stigmatized in their opinions about mental illness. The health education process can work best for schools because the students can be informed during their formative years about the disease (Minkler and Wallerstein, 2010). Where these students are accurately informed about depression, they would likely carry such information to their adult years. They can also correct the misconceptions about mental illness among the adults in their family. The advocacy of schools and community organizations can also help ensure that the appropriate government agencies are mobilized in order to secure adequate funding and staffing for mental health institutions (Atkins, et.al., 2010). The mentally ill need a voice and need the support of the larger community in order to implement changes in the mental health care delivery (Atkins, et.al., 2010). With the support of the community, the concerned authorities, including the legislators and administrators would take notice and would be informed about the needs of the people, and they act accordingly. Conclusion Adolescents like John are high risk individuals for suicide, often triggered by depression following a traumatic experience. These adolescents do not have the sufficient coping skills in order to help them process traumatic experiences appropriately without going through emotional difficulties. Installing the right individuals in the health system who can detect these problems among these teens is one way of preventing the complications of depression. In general however, the vigilance of parents, families, teachers, and friends who are properly informed about depression and other mental health issues can help ensure the adequate management of any mental health issues. References Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the integration of education and mental health in schools. Administration and Policy in Mental Health and Mental Health Services Research, 37(1-2), 40-47. Barlow, D. (2005). Abnormal psychology: An integrative approach (5th ed.). Belmont, CA, USA: Thomson Wadsworth. Chan, M. (2010). Mental health and development: Targeting people with mental health conditions as a vulnerable group. Retrieved from http://www.who.int/mental_health/policy/development/mh_devel_targeting_summary_2010_en.pdf Collins, K., Westra, H., Dozois, D., & Burns, D. (2004). Gaps in accessing treatment for anxiety and depression: Challenges for the delivery of care. Clinical Psychology Review, 24(5), 583–616. Cottencin, O. (2009). Severe depression and addictions. Encephale (in French), 35(7), S264–268. Hazen, E., Goldstein, M. & Goldstein, C. (2011). Mental health disorders in adolescents: a guide for parents, teachers, and professionals. New Jersey: Rutgers University Press. Minkler, M., & Wallerstein, N. (Eds.). (2010). Community-based participatory research for health: From process to outcomes. London: Jossey-Bass. Sartorius, N. (2010). Cross-Cultural Research on Depression. Psychopathology, 19, 6–11 Theofilou, P. (2012). The relation of social support to mental health and locus of control. Journal of Renal Nursing, 4(1), 18 – 22. Twenge, J. (2011). Generational Differences in Mental Health: Are Children and Adolescents Suffering More, or Less? American Journal of Orthopsychiatry, 81(4), 469–472. World Health Organization (2003). Advocacy for mental health. Retrieved from http://www.who.int/mental_health/resources/en/Advocacy.pdf Read More